Khrystie-Ann Clark Victoria Guarango Context: 10th grade classroom UbD Template with Design Questions
|||| Stage 1—Desired Results
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Established Goals NYS Standards: Reading 1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Reading 3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Reading 7: Analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account.
Speaking and Listening 1: Initiate and participate effectively in a range of collaborative discussions with a range of diverse partners on grades 9 to 10 topics, texts and issues building on others' ideas and expressing their own clearly and persuasively.
Speaking and Listening 2: Integrate multiple sources of information presented in diverse media formats, evaluating the credibility and accuracy of each source.
Speaking and Listening 5: Make strategic use of digital media and presentations to enhance the understanding of findings, reasoning, and evidence and add to interest.
Writing 2b: Develop a topic with well-chosen, relevant and sufficient facts, extended definitions, concrete details, quotations of other information and examples appropriate to the audience's knowledge of the topic.
Writing 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
Writing 5: Develop and strengthen writing as needed by planning, revising, editing, re-writing, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Understandings Students will understand that…
Students will understand that setting plays a major role in the texts
Essential Questions
How do secret societies reflect your setting?
How do boarding schools influence the development of secret societies?
Students will know…
New Historical Criticism
Reader Response
Secret Societies vs. Cults
Setting
Multimodality
Students will be able to…
Student will be able to define and identify new historical criticism throughout the fulcrum text, A Separate Peace.
Students will be able to utilize technology as a tool for learning.
Students will be able to utilize effective stylistic tools of writing to create an essay.
Stage 2—Assessment Evidence
Performance Tasks Through what authentic performance tasks will students demonstrate the desired understandings?
Discussions/Socratic Seminars of the novel
Journal responses based on prompts dealing with the novel
Writing assignment (Historical Criticism)
Multimedia project
Explore differences between spoken and written speech
Presentation on understanding of secret societies
By what criteria will performances of understanding be judged?
Students will be given points for facilitating at least two Socratic Seminars per quarter
Students will be given points for participating in facilitating in all discussions and seminars
Journal responses should illustrate deeper understanding of the novel, using evidence to support their claims; Responses should reflect competency of topics discussed in class
Writing piece should effectively demonstrate their knowledge of historical criticism and its relationship with the texts, using evidence from the novel to support their claims
Presentations should convey accurate knowledge and a clear understanding of the task
Media project should demonstrate a comprehensive knowledge of tools utilized and be executed in a creative
and cohesive fashion
Other Evidence Through what other evidence (e.g., quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?
Students will read and annotate various texts
Students will complete assigned homework every night; we will be observing who participates in discussions to assess been keeping up with the homework
How will students reflect upon and self-assess their learning?
Students will be able assess their progress based on their journal entries which should demonstrate their understandings
Students will assess their competency with the media tools by creating a short “Making Of” at the end of their multimedia projects
Stage 3—Learning Plan
Learning Activities What learning experiences and instruction will enable students to achieve the desired results? How will the design…
W = Help the students know Where the unit is going and What is expected? Help the teacher know Where the students are coming from (prior knowledge, interests)? -We will list the objective for that day on the board at the beginning of class everyday so that students will be aware of what they are expected to accomplish. -We will hand out a syllabus at the beginning of the unit so students know what to expect and they can plan accordingly. -On the first day of the unit, we will complete a KWL chart with the class in order to know what they know, what they want to know and what they will learn; This will help us know what knowledge the students are bringing to the unit. H = Hook all students and Hold their interest -We will hook the students by introducing our essential questions in exciting ways. -We will hook the students by allowing them to research the secret society of their choice. -We will segue into the war topic by hooking the students with a visit from a real war vet. -We will hold interest by having intriguing discussions and Socratic Seminars. E = Equip students, help them Experience the key ideas and Explore the issues? -Students will participate in gallery walks, watching videos and working with new technology to create multimodal presentations to help them explore the key ideas we discuss in class. R = Provide opportunities to Rethink and Revise their understandings and work? -Students will have the chance to meet with us during mini-conferences in which they discuss their work and revise it -Students will be given opportunities to discuss the readings with their peers in order to further their understandings of the texts. -Students will be given the opportunity to revise their work as many times as needed until they feel satisfied with its quality. E = Allow students to Evaluate their work and its implications? -Students will be able to evaluate their work by keeping a journal to track their thoughts, questions and developing understandings. -The “Making Of” section of their multimedia project allows the students to evaluate how effectively they used the tools. T = Be Tailored (personalized) to the different needs, interests and abilities of learners? - Students will keep a journal in which they write about their processes, questions, predictions, etc. Students of many learning ranges will be able to keep up with the entries because they are not difficult. -Students of all learning abilities should also be able to keep with the in class discussions if they keep up with the reading. -We will adjust the other projects if need be for lower learners. O = Be Organized to maximize initial and sustained engagement as well as effective learning? -We will give feedback as soon as possible to all our students to help them improve -We will be available during free periods and before and after school for anyone that needs help - Students have a syllabus which will help them keep track of the up-coming assignments. -We will have a section of the board dedicated to announcements about up-coming assignments.
Victoria Guarango
Context: 10th grade classroom
UbD Template with Design Questions
|||| Stage 1—Desired Results
||
NYS Standards:
Reading 1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Reading 3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Reading 7: Analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account.
Speaking and Listening 1: Initiate and participate effectively in a range of collaborative discussions with a range of diverse partners on grades 9 to 10 topics, texts and issues building on others' ideas and expressing their own clearly and persuasively.
Speaking and Listening 2: Integrate multiple sources of information presented in diverse media formats, evaluating the credibility and accuracy of each source.
Speaking and Listening 5: Make strategic use of digital media and presentations to enhance the understanding of findings, reasoning, and evidence and add to interest.
Writing 2b: Develop a topic with well-chosen, relevant and sufficient facts, extended definitions, concrete details, quotations of other information and examples appropriate to the audience's knowledge of the topic.
Writing 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
Writing 5: Develop and strengthen writing as needed by planning, revising, editing, re-writing, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Students will understand that…
Through what authentic performance tasks will
students demonstrate the desired understandings?
- Discussions/Socratic Seminars of the novel
- Journal responses based on prompts dealing with the novel
- Writing assignment (Historical Criticism)
- Multimedia project
- Explore differences between spoken and written speech
- Presentation on understanding of secret societies
By what criteria will performances of understanding be judged?- Students will be given points for facilitating at least two Socratic Seminars per quarter
- Students will be given points for participating in facilitating in all discussions and seminars
- Journal responses should illustrate deeper understanding of the novel, using evidence to support their claims; Responses should reflect competency of topics discussed in class
- Writing piece should effectively demonstrate their knowledge of historical criticism and its relationship with the texts, using evidence from the novel to support their claims
- Presentations should convey accurate knowledge and a clear understanding of the task
- Media project should demonstrate a comprehensive knowledge of tools utilized and be executed in a creative
and cohesive fashionThrough what other evidence (e.g., quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?
- Students will read and annotate various texts
- Students will complete assigned homework every night; we will be observing who participates in discussions to assess been keeping up with the homework
How will students reflect upon and self-assess their learning?What learning experiences and instruction will enable students to achieve the desired results?
How will the design…
W = Help the students know Where the unit is going and What is expected? Help the teacher know Where
the students are coming from (prior knowledge, interests)?
-We will list the objective for that day on the board at the beginning of class everyday so that students will be aware of what they are expected to accomplish.
-We will hand out a syllabus at the beginning of the unit so students know what to expect and they can plan accordingly.
-On the first day of the unit, we will complete a KWL chart with the class in order to know what they know, what they want to know and what they will learn; This will help us know what knowledge the students are bringing to the unit.
H = Hook all students and Hold their interest
-We will hook the students by introducing our essential questions in exciting ways.
-We will hook the students by allowing them to research the secret society of their choice.
-We will segue into the war topic by hooking the students with a visit from a real war vet.
-We will hold interest by having intriguing discussions and Socratic Seminars.
E = Equip students, help them Experience the key ideas and Explore the issues?
-Students will participate in gallery walks, watching videos and working with new technology to create multimodal presentations to help them explore the key ideas we discuss in class.
R = Provide opportunities to Rethink and Revise their understandings and work?
-Students will have the chance to meet with us during mini-conferences in which they discuss their work and revise it
-Students will be given opportunities to discuss the readings with their peers in order to further their understandings of the texts.
-Students will be given the opportunity to revise their work as many times as needed until they feel satisfied with its quality.
E = Allow students to Evaluate their work and its implications?
-Students will be able to evaluate their work by keeping a journal to track their thoughts, questions and developing understandings.
-The “Making Of” section of their multimedia project allows the students to evaluate how effectively they used the tools.
T = Be Tailored (personalized) to the different needs, interests and abilities of learners?
- Students will keep a journal in which they write about their processes, questions, predictions, etc. Students of many learning ranges will be able to keep up with the entries because they are not difficult.
-Students of all learning abilities should also be able to keep with the in class discussions if they keep up with the reading.
-We will adjust the other projects if need be for lower learners.
O = Be Organized to maximize initial and sustained engagement as well as effective learning?
-We will give feedback as soon as possible to all our students to help them improve
-We will be available during free periods and before and after school for anyone that needs help
- Students have a syllabus which will help them keep track of the up-coming assignments.
-We will have a section of the board dedicated to announcements about up-coming assignments.